3 7 5,1 

/V|  i,  leu  u. 


THE  UNIVERSITY 


AND  THE 


HIGH  SCHOOLS. 


COMMUNICATION  FROM  A COMMITTEE  OF  THE  BOARD  OF  REGENTS  OF  THE 
UNIVERSITY  OF  MINNESOTA  TO  THE  CONVENTION  OF  COUNTY  AND  CITY 
SCHOOL  SUPERINTENDENTS,  HELD  IN  MINNEAPOLIS,  AUGUST  26  AND 
27,  1872,  READ  BY  WILLIAM  W.  FOLWELL. 


M 


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in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/universityhighscOOuniv 


To  the  Honorable , the  State  Superintendent  of 
Public  Instruction ; to  the  County  Superinten- 
dents of  Schools,  the  Superintendents  of  City 
Schools  and  the  Principals  of  High  and  Grad  - 
ed Schools  in  Minnesota  in  C onvention  assem- 
bled : 

Gentlemen  : — At  a meeting  of  the 
Board  of  Regents  of  the  University  of 
Minnesota  heid  in  St.  Paul  on  the  27th 
of  June  last  a committee  was  appoint- 
ed to  attend  this  convention  on  behalf 
of  the  Board.  The  members  are  Re- 
gents Chas.  S.  Bryant,  A.  A.  Harwood, 
Paris  Gibson  and  Wm.  W.  Folwell. 

The  business  of  this  committee  is  to 
formally  invite  this  body  to  join  the 
Board  in  an  endeavor  to  bring  about  a 
vital,  organic  connection  between  the 
University  and  the  High  Schools.  Be- 
longing as  the  University  does  to  the 
system  of  public  instruction,  its  gov- 
erning Board, and  its  Faculty  of  Instruc- 
tion already  feel  that  they  have  your 
sympathy,  and  so  far  as  the  circum- 
stances will  allow  your  co-operation. 
There  is,  however,  a wide  difference 
between  a mere  moral  or  sentimental 
union  and  a lawful,  vital  articula- 
tion of  members  in  a common  body; 
between  a mere  association  and  an  or- 
ganism. 

The  committee  do  not  think  it  at  all 
necessary  to  argue  here  in  favor  of  a 
comprehensive  organization  of  educa- 
tion. That  point  was  gained  when  the 
first  graded  school  was  established.  Of 
that  event  the  logical  consequence  is, 
the  highest  honors  of  the  University. 
Nor  can  there  be  more  than  one  answer 
to  the  question  “who  shall  organize  ed- 
ucation ?”  The  State,  the  supreme  civ- 
il authority,  alone  has  the  power  to  do 
it. 

Although  we  are  far  behind  many 
foreign  countries  in  this  matter,  we 
have  still  made  some  progress.  But 
•very  few  years  will  pass  before  common 
schools  will  be  organized  in  every  State, 
and  theoretically  at.  least  well  organ- 
ized. 


Some  of  the  newer  States  have  es- 
tablished State  Universities , probably 
without  definite  ideas  of  the  place  and 
function  of  the  University,  but  with  a 
kind  of  premonition  that  by  and  by 
it  might  form  the  culminating  feature 
of  a grand  and  comprehensive  system 
of  free,  public  education. 

This  is  not  the  time  for  going  into  a 
description  of  a genuine  University  as 
existing  in  the  old  countries.  Nor  is 
there  need;  we  shall  never  import  the 
foreign  university  with  its  mediaeval 
customs  and  traditions.  The  universi- 
ty of  the  New  World  will  be  native, 
unmixed,  American.  Nevertheless  this 
one  thing  is  very  certain  and  indisput- 
able, that  the  university  in  America 
will  at  length  occupy  what  is  the  pro- 
per university  ground  of  the  education- 
al field. 

President  Porter,  of  Yale  College, 
has  very  briefly  and  graphica'ly  stated 
the  location  of  the  University.  “The 
University  is  a teaching  place  for 
those  who  are  supposed  to  have  been 
trained  to  the  capacities  and  responsi- 
bilities of  incipient  manhood.” 

The  University  is  not  the  place  for 
training  children  and  youth.  “The 
essential  thing  in  a University,”  says 
Dr.  Angell,”  is  men,  both  in  the  stu- 
dent’s seats  and  the  professors’  chairs.” 

Unlortunately  then,  in  our  blind  at- 
tempts at  developing  a system  of  pub- 
lic instruction  we  have  almost  forgot- 
ten a third  great  co-ordinate  element  in 
in  the  problem.  We  have  left  a great 
gulf  between  the  common  school  and 
the  University.  We  are  aware  that 
in  some  quarters  that  absurd  educa- 
tional heresy,  that  the  University  may 
rest  direcBy  on  the  common  schools, 
has  been  entertained.  It  has  proba- 
bly in  some  instances  influ- 
enced Legislatures.  It  has  even 
been  promulgated  by  so-called 
University  men  in  the  expectation  of 


4 


Securing  popular  interest  and  contri- 
butions to  new  enterprises.  The  schol- 
ars and  educators  of  the  country,  how- 
ever, have  never  been  deceived  by  the 
clamor. 

Confining  attention  strictly  to  the 
public  education,  and  leaving  out  of 
sight  private  educational  work  as  of*no 
present  concern,  the  commit!  e think  it 
apparent  that  our  State  systems  are 
generally  defective  in  failing  to  provide 
suitable  schools  between  the  Universi- 
ty and  the  primary  schools.  So  far  as 
we  are  aware  not  a single  State  has  or- 
ganized or  provided  for  any  such 
schools  as  essentially  State  schools. — 
We  are  obliged  to  deny  the  full  right 
of  the  high  schools  to  claim  such  a 
place  and  rank  in  the  State  system 
proper,  because,  in  general,  they  are  or- 
ganized and  operated  under  special 
charters,  for  the  benefit — sometimes 
exclusive  benefit — of  particular  locali- 
ties. They  are  necessarily  inaccessi- 
ble to  the  great  body  of  the  people, 
under  the  present  legislation.  In  no 
State,  so  far  as  we  are  informed,  does 
there  exist  any  authorized  relationship 
between  the  Universities  and  these  lo- 
cal city  high  schools.  The  oldest  and 
most  successful  of  the  StateUniversities 
contents  herself  with  offering  to  send 
delegations  from  her  faculty  to  such 
high  schools  as  will  receive  them  for 
the  purpose  of  holding  examinations  of 
students  wishing  to  enter  the 
University.  The  executive  officer  re- 
ports,with  enthusiasm,  the  accession  of 
numerous  well-prepared  candidates 
from  the  public  high  schools. 

There  are  unmistakable  signs, 
throughout  the  country  of  a return  to 
sanity  in  regard  to  the  organization  of 
higher  education.  There  are  indications 
of  a growing  indisposition  to  increase 
the  number  of  colleges  and  of  a ten- 
dency rather  to  increase  and  strength- 
en schools  of  academy  rank  as  feed- 
ers of  colleges  and  universities. 

Some  State  Universities  are  putting 
forth,  with  great  modesty,  the  sugges- 
tion that  the  public  high  schools  might 
advantageously  be  brought  into  the 
Stats  system  of  public  instruction  and 
thus  into  living  union  with  the  Univer- 
sity. We  are  not  aware  that  legisla- 
tion to  this  , end  has  anywhere  been 
asked  for.  East  and  West  tax-payers 


are  becoming  more  and  more  liberal 
towards  the  High  Schools,  and  are  de- 
manding of  teache  s and  principals 
higher  scholarship  and  higher  skill. 
The  need  and  the  value  of  thorough 
and  permanent  middle  schools  was 
never  so  much  appreciated,  whether 
viewed  with  reference  to  the  Univer- 
sity or  the  schools  be  low.  At  length 
it  is  seen  and  acknowledged,  that  there 
can  be  no  University  indeed , except 
on  a foundation  of  really  high  schools. 
In  this  matter  we  may  learn  a lesson 
from  a foreign  system  of  public  instruc- 
tion. 

The  German  University  would  bean 
impossibility  without  the  German 
gymnasium  and  its  modern  rival  the 
Real  School.  Says  President  McCosh 
of  Princeton  College,  in  an  article  on 
“The  German  Universities:” 

“In  turning  to  the  German  universi- 
ties, we  find  that  their  success,  like 
that  of  the  Scotch  colleges,  depends 
very  much  on  their  preparatory 
schools.  The  great  middle  schools  of 
Germany  are  divided  into  two  classes, 
the  Gymnasien  and  the  Real-Schulen, 
in  the  first  of  which,  the  chief  atten- 
tion is  given  to  languages  and  litera- 
ture, and  in  the  second  to  science  al- 
ways with  literature.  Some  years  ago, 
having  received  authority  from  the  Ed- 
ucation Bureau  in  Berlin  to  visit  any 
school  in  Prussia,  I inspected  a suffi- 
cient number  of  these  to  enable  me  to 
judge  of  the  system,  which  in  respect 
of  the  thoroughness  of  the  organiza- 
tion and  the  accuracy  of  the  instruc- 
tion conveyed,  is  worthy  of  all  the 
commendation  which  has  been  bestow- 
ed upon  it.  Indeed,  it  is  the  one 
thing , which , after  somewhat  modi- 
fying it,  we  should  borrow  from  Ger- 
many, and  carry  out  thoroughly  in 
all  the  states  of  this  country.  * * * 
I am  convinced  that  the  German  uni- 
versities, with  great  excellencies,  have 
also  great  defects,  which  we  should 
take  care  not  to  transplant  in  this  coun- 
try. But  the  gymnasien  are  vastly  su- 
perior to  the  corresponding  schools  in 
the  United  States  or  in  any  other  na- 
tion. It  is  by  means  of  these  schools 
that  Prussia  has  been  able  to  rear  such 
a body  of  educated  young  men,  who 
are  destined  to  raise  their  country, 
both  in  the  arts  of  war  and  peace, 


o 


above  every  other  nation  on  the  conti- 
nent of  Europe,  and  both  Great  Britain 
and  America,  might  find  it  (or  their 
good  to  study  tins  peculiarity  of  Prus- 
sia ,this  essential  element  oj  her  pres- 
ent greatness .” 

Such  testimony  and  such  facts  may 
well  challenge  our  attention.  The 
committee  fully  believe  that  all  will 
agree  with  this  distinguished  educa- 
tionist that  America  needs  a thorough 
system  of  middle  or  secondary  schools 
approximating  in  character  those  of 
Prussia,  but  still  adapted  to  American 
circumstances. 

Without  further  argument  the  com- 
mittee assume  these  points: 

1.  That  there  shall  be  at  length,  a 
comprehensive  organization  of  public 
education  in  Minnesota,  embracing  all 
grades. 

2.  That  the  State  University  may 
form  the  “roof  and  crown”  of  a noble 
structure  of  High  Schools  based  firmly 
on  the  broad  foundation  of  the  common 
schools  of  the  State. 

3.  That  the  Superintendents,  prin- 
cipals and  teachers  of  the  High  and 
graded  sehools,  one  and  all,  will  now 
and  always,  co-operate  with  the  Uni- 
versity authorities  in  securing  that  ac- 
tual union  so  essential  alike  to  the 
schools  and  University. 

These  things  being  agreed  to,  next 
come  the  practical  questions  “ what  to 
do,”  and  '‘how  to  doit?” 

As  to  the  lattei  question,  the  Com- 
mittee are  of  the  opinion  that  no  legis- 
lation should  be  asked  for  until,  after 
discussion  and  reflection,  the  educating 
men  immediately  concerned  should  be 
agreed  as  to  the  laws  necessary.  Pre- 
mature legislation  might  only  embar- 
rass and  delay.  We  therefore  offer  a 
very  brief  statement  of  the  problem 
now  demanding  solution  together  with 
some  preliminary  suggestions. 

The  public  high  school,  as  already 
intima  ed,  exists  under  a special  char- 
ter for  the  benefit  of  a local  communi- 
ty, having  but  little  or  no  connection, or- 
ganically with  the  State  system.  The 
course  of  study  is  contrived  accord- 
ingly, and  without  reference  to  any  su- 
perior institution.  Existing  primarily 
for  the  benefit  of  that  great  number  of 
youth  who  having  been  advanced  be- 
yond the  common  school,  cannot  carry 


their  education  beyond  in  to  the  Col- 
lege or  University  sphere,  the  high 
school  must  arrange  its  curriculum  ic- 
cordiugly.  The  work  of  educating  this 
great  bo  iy  of  youth  is  one  not  to  be 
slighted.  Nor  is  there  any  need'of  ne- 
glect; for  happily,  as  we  believe,  the 
high  schools  while  carrying  it  on  with 
the  utmost  efficiency,  can  at  the  same 
time  undertake  advantageously  and 
with  economy,  the  preparation  of  stu- 
dents looking  forward  to  the  Universi- 
ty. The  history  of  the  German  sec- 
ondary schools — the  gymnasia  and 
real  schools  proves  this.  Their  courses 
of  study  planned  with  reference  pri- 
marily to  this  University  are  still  in  a 
remarkable  way  adapted  to  the  wants  of 
students  who  cannot  advance  to  the 
University  and  thus  a double  work  is 
carried  on  in  the  same  school  success- 
fully and  without  embarrassment. 

This  is  what  the  American  high 
school  can  do — it  can  educate  the  ten* 
students  who  do  not  go  to  the  Univer- 
sity along  with  the  one  wTio  does,  to 
the  decided  profit  of  all.  It  will  take 
som  ingenuity  to  frame  the  course  or 
courses  of  study,  but  it  can  be  done — 
because  it  has  been  done. 

The  Committee  of  the  Board  of  Re- 
gents do  not  presume  to  appear  before 
this  body  with  any  detailed  programme 
of  studies  asking  its  adoption  or  en- 
dorsement. They  content  themselves 
with  merely  asking  your  counsel  and 
collaboration  with  the  University  in  a 
work  of  common  concern.  It  will  not 
be  out  of  place,  however, to  further  open 
the  question,  “What  shall  the  High 
Schools  do?”  Two  things  are  here  to 
be  considered.  First,  What  studies 
shall  be  admitted?  and  second,  to  what 
extent  shall  they  be  carried?  As  to  the 
former  there  will  probably  be  no 
dispute  until  we  arrive  at  the  ancient 
languages.  Mathematics,  the  Sciences, 
History,  Rhetoric,  the  Modern  Lan- 
guages, Elocution,  Drawing  and  Music 
will  be  at  once  admitted  by  all,  as  be- 
ing useful  and  practical.  We  cannot 
now  enter  upon  an  argument  in  favor 
of  classical  education,  nor  would  it  be 
just  to  that  education  to  assume  in  re- 
gard to  it  any  defensive  position.  Sanc- 
tioned by  the  wisdom  of  centuries  it 

*See  report  of  Dr.  John  W.  Hoyt,  U.  S.  Com- 
missioner to  the  Paris  Exhibition,  p.  84. 


6 


stands  to-day  the  very  backbone  of 
every  educational  system  of  the  world. 
The  people  of  Minnesota  cannot  afford 
to  deprive  their  youth  of  classical  cul- 
ture. Great  are  manufactures,  agricul- 
ture, machinery,  art — but  literature  is 
greater  than  all — the  supreme  worldly 
(and  yet  not  wholly  earthly)  interest 
and  delight.  The  cornrnitte  trust  that 
the  classics  may  soon  have  fair  room 
in  all  as  they  already  have  in  many  of 
the  High  Schools  of  the  State. 

In  respect  of  the  extent  to  which 
high  school  work  shall  be  carried  it 
will  be  necessary  to  distinguish  be- 
tween the  actual  and  the  theoretical 
limit.  So  long  as  we  are  a frontier 
State  with  a poor  and  sparse  popula- 
tion it  will  be  impossible  for  ail  High 
Schools  to  reach  the  same  limit.  Those 
of  the  newer  towns  in  particular  will 
need  time  to  grow. 

The  theoretical  limit  of  High  School 
or  Secondary  work  is  the  line  from 
which  University  work, — the  work  of 
incipient  manhood, — begins.  It  is 
where  training  gives  p’ace  to  teaching, 
discipline  to  investigation.  We  may 
here  again  refer  to  the  German  Secon- 
dary school  as  described  by  Dr.  McCosh, 
who  says  : 

“The  course  of  instruction  in  the 
Gymnasien  and  Real-Schulen  * * 

embraces  not  only  the  branches  taught 
in  our  academies  or  high  schools  but 
those  taught  in  the  freshmen  and  soph- 
omore classes  of  our  university  cours- 
es.” 

It  is  remarkable  indeed  that  Ameri- 
can experience  indicates  almost  exactly 
the  same  dividing  line  between  High 
School  and  University — or  secondary 
and  superior — education.  The  close  of 
the  Sophomore  year ’s  the  time  very 
generally  chosen  for  the  introduction 
of  optional  studies  or  of  special  courses 
of  study  in  American  colleges.  Up  to 
to  that  time  the  studies  are  uniform  and 
disciplinary. 

The  plan  of  University  organization 
adopted  by  the  Board  Regents,  and  af- 
ter mature  deliberation  re-affirmed,  has 
this  fact  for  a principle,  that  university 
work  begins  now  in  America  about 
the  close  of  the  second  college  year. 
They  have  accordingly  segregated  the 
studies  of  the  two  lower  college  years, 
and  announced  their  intention  of  drop- 


ping them  off  to  the  High  Schools  so 
soon  as  they  may  be  able  to  assume 
them.  Meantime  the  Universit}*-  will 
teach  these  branches  in  a separate  de- 
partment with  appropriate  methods  and 
discipline. 

The  committee  regard  the  assump- 
tion of  this  work  by  the  high 
schools  as  merely  a question  of 
time.  We  have  already  several 
high  schools  in  our  State  which  can 
now  do  a large  part  of  it  and  do  it  well. 
Some  indeed  offer  instruction  in  stud- 
ies of  the  uppt,r  College  years. 
It  will  doubtless  be  found  much  ea- 
sier for  the  high  schools  to  advance 
their  mathematics  and  sciences,  than 
the  linguistic  studies. 

The  economy  of  such  a division  of 
work  is  too  apparent  to  need  discus- 
sion. The  elevation  of  the  high 
schools  into  pro-collegiate  institutions 
officered  by  a considerable  corps  of 
learned  teachers,  might  well  make  them 
t > our  cities  and  people  what  the  sec- 
ondary schools  of  Germany  are,  “the 
pride  and  glory  oi  the  German  people;” 
“and  well  they  may  be,”  adds  Dr. 
Hoyt,  “for  in  no  schools  in  the  world 
are  physical,  intellectual  and  moral 
discipline  so  admirably  harmonized.” 

There  is  no  doubt  of  the  tendency 
to  push  secondary  instruction  in  Amer- 
ica much  further  than  has  generally 
been  thought  practicable.  Very  con- 
siderable advances  have  been  made 
both  in  public  and  private  institutions. 

For  instance,  the  Academies  of  the 
State  of  New  York,  as  shown  by  Dr. 
Barnard  in  his  annual  report  as  Presi- 
dent of  Columbia  College,  for  1871, 
now  teach,  one  or  another,  all  the  stud- 
ies of  the  American  College.  There 
were  in  the  years  1870-71  900  students 
in  those  academies  pursuing  the  studies, 
not  of  the  lower  merely,  but  of  the 
higher  college  classes.  Indeed  this 
interference  with  College  work  has  be- 
come a matter  of  complaint  on  the  part 
of  College  men.  Harvard  College  hav- 
ing raised  the  standard  of  admission 
very  far  above  that  of  other  Colleges, 
now  propose  s to  drop  the  freshman 
year  just  as  soon  as  the  fitting  schools 
can  take  die  work. 

The  same  tendency  to  elevate  sec- 
ondary education  is  clearly  apparent  in 
the  courses  of  study  set  forth  in  the 


reports  of  the  Superintendents  of  Ed- 
ucation in  New  York,  Boston,  Chicago, 
St.  Louis,  Detroit,  and  especially  Phil- 
adelphia. The  Central  High  School 
of  Philadelphia,  trill  compare  with  very 
great  advantage  with  many  institutions 
advertised  under  the  lofty  name  of 
University. 

Before  discussing  the  subject  the  com- 
mittee desire  to  submit  a brief  account 
of  the  present  status  of  the  Universi- 
ty in  regard  to  the  preparatory  work. 
There  is  probably  no  doubt  but,  that 
all  will  approve  the  action  of  the  Board 
of  Regents  in  beginning  where  they 
did  and  substantially  as  they  *lid  the 
work  of  the  institution.  Up  to  this 
time  they  have  carried  on  all  the  clas- 
ses of  a preparatory  department  and  it 
has  not  seemed  to  them  prudent  here- 
tofore to  drop  off  even  the  lowest.  So 
great  however  has  been  the  develop- 
ment of  the  high  schools  and  so  hearty 
the  disposition  on  their  part  to  co-op- 


erate that  they  have  already  resolved 
to  drop  the  first  year  of  preparatory 
work  at  the  close  of  the  University 
year  about  to  open,  and  the  next 
two  years  later  unless  sooner  or- 
dered. With  respect  to  the  rate  and 
the  time  of  dropping  off  this  elemen- 
tary work  the  Board  feel  the  need  of 
the  counsel  of  the  Superintendents  and 
Principals.  Cramped  as  we  are  for 
room,  and  embarrassed  by  the  slow  ac- 
cumulation of  lunds,  it  is  our  desire  to 
dispense  with  the  lower  classes  just  so 
soon  as  may  be  possible.  But  at  the 
same  time  we  wish  carefully  to  avoid 
leaving  any  «;ap  between  the 
Schools  and  the  University.  Our  prin- 
ciple is  to  begin  the  University  work 
•wherever  the  High  Schools  leave  off , 
in  order  to  be  if  not  in  legalized  con- 
nection at  least  in  virtual  union  with 
them. 

All  of  which  is  respectfully  submit- 
ted by  the  Committee. 


THE 


UNIVERSITY  OF  MINNESOTA 

MINNEAPOLIS,  E.  D. 

The  following  departments  are  now  open : 

The  Collegiate  Department. 

The  College  of  Science,  Literature  and.  the  Arts, 
The  College  of  Agriculture. 

The  College  of  the  Mechanic  Arts. 

TUITION  FREE. 

Year  begins  second  Tuesday  in  September. 


For  information  address 

PRESIDENT  OF  THE  UNIVERSITY, 


St.  Anthony’s  Falls. 


